ALEX Lesson Plan

     

Powerful Book Reports

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  This lesson provided by:  
Author:Sherry Kelley
System: Covington County
School: Pleasant Home School
  General Lesson Information  
Lesson Plan ID: 11421

Title:

Powerful Book Reports

Overview/Annotation:

This lesson allows students to identify the critical components of a story while developing expertise in creating and presenting multimedia presentations.

 Associated Standards and Objectives 
Content Standard(s):
Technology Education
TC2 (2009)
Grade: 3-5
1 ) Use input and output devices of technology systems.

Examples: input—recording devices, keyboards, touchscreens

-  output—printers

•  Demonstrating ergonomics relative to technology systems
•  Demonstrating correct keyboarding techniques
•  Demonstrating safe removal of storage media
Technology Education
TC2 (2009)
Grade: 3-5
2 ) Use various technology applications, including word processing and multimedia software.

•  Using navigational features commonly found in technology applications
•  Identifying digital file types
English Language Arts
ELA2015 (2015)
Grade: 5
2 ) Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. [RL.5.2]

Insight Unpacked Content
Column Definitions

Strand: Reading: Literature
CCR Anchor:
Key Ideas and Details (Standards 1, 2, 3)
Evidence of Student Attainment:
Students use writing and/or speaking to:
  • determine a theme of a story, drama, or poem based on details in the text, actions of characters, or reflection of a speaker
  • summarize the text
Teacher Vocabulary:
  • theme
  • story
  • drama
  • poem
  • details in the text
  • respond to challenges
  • reflects upon a topic
  • summarize
Knowledge:
Students know:
  • how to summarize a text
  • theme of a story, poem, or drama is conveyed through details of the text, actions of characters, or reflections of a speaker
  • vocabulary: theme, story, drama, poem, summarize
Skills:
Students are able to:
  • summarize a text
  • determine a theme
  • explain relationship between theme and details in a text, actions of characters, or reflections of speakers
  • apply these concepts to stories, dramas, and poems
Understanding:
Students understand that details that develop the theme of a story, drama, or poem lead to a better understanding of other perspectives and cultures.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
ELA 5.2.1: Define story, drama, and poem.
ELA 5.2.2: With guidance and support, determine a theme of a story, drama, or poem from details in the text; summarize the text.
ELA 5.2.3: Determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
ELA 5.2.4: Recount stories, including fables, folktales, and myths from diverse cultures.
ELA 5.2.5: With guidance and support, recount stories, including fables, folktales, and myths from diverse cultures.
English Language Arts
ELA2015 (2015)
Grade: 5
9 ) By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the Grades 4-5 text complexity band independently and proficiently. [RL.5.10]

Insight Unpacked Content
Column Definitions

Strand: Reading: Literature
CCR Anchor:
Range of Reading and Level of Text Complexity (Standard 10)
Evidence of Student Attainment:
Students, with scaffolding as needed:
  • read and actively engage in comprehending appropriately complex stories and poetry
Teacher Vocabulary:
  • read and comprehend
  • literature
  • stories
  • dramas
  • poetry
  • grade 4 - 5 text complexity band
  • independently and proficiently
Knowledge:
Students know:
  • techniques for making meaning from difficult stories and poetry
  • techniques for engaging with and appreciating difficult texts
  • techniques for selecting texts that are interesting, motiving, and appropriate for who they are as readers
Skills:
Students are able to:
  • make meaning from difficult stories, dramas, and poetry
  • engage with and appreciate appropriately complex texts
Understanding:
Students understand that a reader's understanding of and appreciation for a text grows through deep thinking and active collaboration with others about texts.
ACT Aspire Documents:
Curriculum Guide:
Objectives:
ELA 5.9.1: Read and comprehend literature, including stories, dramas, and poetry, in the Grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
ELA 5.9.2: Read and comprehend literature, including stories, dramas, and poetry, at the high end of the Grades 2-3 text complexity band independently and proficiently.

Local/National Standards:

 

Primary Learning Objective(s):

Students will identify and analyze the major components of a book including the setting, main characters, plot, conflict, resolution, and their favorite parts. Students will create and present a slideshow featuring a selected book and its elements of fiction.

Additional Learning Objective(s):

 
 Preparation Information 

Total Duration:

Greater than 120 Minutes

Materials and Resources:

Several books to use when identifying story components, access to books suitable for book reports

Technology Resources Needed:

Computers with presentation software such as PowerPoint, printer, floppy disks (for saving work from day to day and if students want to keep a copy of their presentations), computer projection device such as LCD projector

Background/Preparation:

As a class, identify the story components of setting, character analysis, plot/problem, climax, and resolution in several different books. Provide an introduction to slideshow software, if needed.

  Procedures/Activities: 
1.)Using a book that has been read aloud to the class or other books they have read independently, lead a discussion in which students identify story components of setting, character development, character discriptions and/or traits, plot/conflict, climax, and resolution.

2.)Explain to students that they are going to read a book of their choice and will report on that book to the class by creating a slideshow to present the story elements to classmates.

3.)If possible, show students a teacher-created slideshow presentation of a book report on a book read to the class so that they will know what their book report presentations should look like and/or include. Hand out copies of the checklist attached and discuss each requirement.

4.)Allow students class time to create an outline of their PowerPoint presentations displaying the following components of the book they've chosen: setting, character list, character descriptions or traits, plot/conflict, climax, and resolution. Students should also include an introductory slide and a slide featuring their favorite part of the book. Students should have at least one slide for each story component, with a total of at least 8 slides, but no more than 15.(The students should plan each slide on paper before they begin to create the slideshow.)

5.)Instruct students to create the slides according to their outline or plan, giving help where needed. Students should be encouraged to include pictures and various kinds of text. They may also add slide or text transitions. Animation may be included if desired.
(ALEX)
Digital Slideshows: PowerPoint for the Novice on ALEX teaches the use of PowerPoint.

6.)Using the computer projection system, students will then present their PowerPoint book reports to the class.


Attachments:
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  Assessment  

Assessment Strategies

Create a rubric from the PowerPoint Book Report Checklist attached.

Acceleration:

 

Intervention:

 

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior
Be sure to check the student's IEP for specific accommodations.